Mrs. Abrams: January 2006

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January 31, 2006

Class Notes for January 31

Today in class we started with a warm up. The warm up had to do with implying a main idea and making generalizations. AFter we finished with the warm up, we then moved on to looking at our paper with a revising checklist. We did te first two headings: Ideas and organization. We then moved on to reading our DEAR books. We read for thirty minutes.

Homework for tonight is to read for thirty minutes and create an enrty on your reading log. Also make sure that you finish the checklist.

Posted by at 01:34 PM

Class Notes for January 31, 2006

Warm-Up: Today's warm up was an overhead about the early egyptions. This overhead helped most students to have an implied idea and to make generalizations. VERY INTERESTING PASSAGE!

Materials:
A. "Research Paper Checklist"
B. Note cards
C. Bibliography cards
D. Chapter Book
E. Pencil
F. Reading Log

Activity 1: Mrs. Abrams went over the STUDENT RESEARCH PAPERS on her new smart board. She went over the all the paragraphs in the research paper.
Remember:
A. Headings for the middle paragraphs
B. Questions are answerd in the last paragraph
C. No preposition in the thesis statement
D. Make sure words are used appropriatly
E. First sentence of the concluding paragraph must restate the thesis statement
F. Thesis statement must be written in the beggining paragraph too
G. Use all key words, atleast 4 differnt middle paragraphs

Activity 2: Students were then given a "research paper checklist." This checklist should help most students to make sure their paper contained enough informative and interesting information. Don't lose this checklist, as it will be taken for a grade.

Activity 3: Students were to read for 30 minutes in class. They were to make sure they paid attention to the theme of their book, and write it down on a piece of notebook paper.

Homework:
A. Finish the following sections of your checklist for homework: Ideas, Organization, Voice, Word Choice, and finnaly, Sentence Fluency.
B. As always read for 30 minutes in a chapter book of your choice, and fill an entry in your reading log.

Posted by at 09:38 AM

January 30, 2006

Class notes for 1/30/06

Today in class we had started by doing a warm-up. After the warm-up we started working on our rough draft. For the first 25 minutes we worked alone to try to finish as much as possible. After the 25 minutes, we were able to ask Mrs.Abrams or Mrs.Morton to help us with our research paper.Today the class will focus on revising the research paper from the introductory paragraph, through the 4 middle paragraphs, and the concluding paragraph.

The homework for tonight is:
1. To read for 30 minutes and fill out an entry in your reading logs.
2. To revise the entire 1st rough draft of the research paper.

Posted by at 09:55 PM

Class Notes for January 30

Today in class we started with a warm up. The warm up had to do with the elements of a story and sequential order. We then looked at the blog and Mrs. Abrams then explained to us how you may comment on other classmates work. After she was done explaining to us how to do that, we then moved on to finishing revising. We took about twenty minutes and worked silently without getting up or asking questions. After the twenty minutes were up we still worked on revising but we were then allowed to get up and ask questions.

For homework tonight, make sure that you finish revising if you did not finish in class. Also make sure that you read for thirty minutes and make an entry on your reading log.

Posted by at 01:32 PM

Keys to Revising your Research Paper

1. Read your entire draft to get an overall sense of your report
2. Review your thesis statement to be sure that it clearly states your main point about the topic.
3. Make sure your beginning draws readers in. Then check that your ending brings your report to an interesting close.
4. Make sure you sound knowledgeable and intersted in the topic.
5. Check for correct, specific words and complete sentences.
6. Use the editing and proofreading marks you have learned.

Posted by at 10:05 AM

Class Notes for January 30, 2006

Warm-Up: Students read a passage about "The Alps of Europe." From that passage they were to practice answering elements of a story, and practice sequential order.

Materials:
A. Write Source book page 405 (for revision)
B. Research Paper
C. Student thesaurus and student dictionary

Activity 1: Students looked at some student examples of the rough draft. Mrs. Abrams went through the paper asking the students if there was any problems, and how they could fix them. If you would like a student example of the rough draft, look in the MGLC (Mabry Global Learning Colabrative) section of this blog.

Activity 2: Students were to look at page 405 in their Write Source book to make sure that their paper followed the "research guidelines." Students worked on their paper, checking each line carefully for 35 minutes. They revised their paper in complete silence or close to that! Then, using the dictionary and thesaurus, students made sure their sentences were written apropratly.

Homework:
A. Work, for 15 minutes, on your revision. No more, or less than 15 minutes
B. As always, read for 30 minutes and complete an entry in your reading log.
**Happy reading and writing!**

Posted by at 09:24 AM

January 29, 2006

Friday, February 3

Activity:
Students will work in the writing lab typing their papers into e-rater

Students will sign up for a presentation date beginning 2/13

Activity 2:
As a class we went on a student's blog and added constructive criticism to their writing piece. This can be done at home by following the following directions:
http://www.mabryonline.org/mglc/

On the right hand side of the page, click on Mabry's Global Learning Collaborative
Arrow down the page until you see Mrs. Abrams' Virtual Class and click
Arrow down and look on the right hand side for the list of categories
Click on Work in Progress
Chose an entry from a student
At the end of the entry, click on comments
Type your comments in the box
Please put initials, etc.in the box for your name

Arrow down and click on preview; you can go back to edit what you wrote
in your comments, when you finish previewing your comment

Homework:
Read for 30 minutes and record the following on their reading on your reading log:
Genre (fiction or nonfiction)
Date
Title
Reading level
Actual pages read (example 21-47)
Minutes read
One-sentence summary

For samples of student work:
Activity 2:
As a class we went on a student's blog and added constructive criticism to their writing piece. This ca be done at home by following the following directions:
http://www.mabryonline.org/mglc/

Arrow down and click on preview; you can go back to edit what you wrote
in your comments, when you finish previewing your comment

Tonight’s Night Write for 15 minutes will be to complete the entire revising checklist. This will be collected for a grade.

Posted by Abrams at 04:21 PM

Thursday, February 2

Materials:
Great Source pg. 408

Warm Up:
Correct a paragraph from a student’s writing.

As a class we went on a student's blog and added constructive criticism to their writing piece. This ca be done at home by following the following directions:
http://www.mabryonline.org/mglc/

Arrow down and click on preview; you can go back to edit what you wrote
in your comments, when you finish previewing your comment

Activity 1:
Students will focus on peer editing the rough draft of their writing buddy’s research paper paying close attention to organization, voice, word choice, sentence fluency, paying close attention to ideas, Peer editors will completing the Revising Checklist for their writing buddy.

Activity 2:
Reading logs were collected to record the number of books read so far this year.

Tonight’s Night Write for 15 minutes will be to complete the entire revising checklist. This will be collected for a grade.

Posted by Abrams at 04:17 PM

Wednesday, February 1

Materials:
Great Source pg. 408

Handout:
Revising Checklist

Warm Up:
Correct a paragraph from a student’s writing.

As a class we went on a student's blog and added constructive criticism to their writing piece. This can be done at home by following the following directions:
http://www.mabryonline.org/mglc/

Arrow down and click on preview; you can go back to edit what you wrote
in your comments, when you finish previewing your comment

Activity 1:
Students will focus on editing the rough draft of the research paper paying close attention to organization, voice, word choice, sentence fluency, paying close attention to ideas, Students will begin completing the Handout:
Revising Checklist.

Tonight’s Night Write for 15 minutes will be to complete the entire Handout:
Revising Checklist

This will be collected for a grade.

Posted by Abrams at 04:14 PM

Tuesday, January 31

Materials:
Great Source pg. 407-408

Handout:
Revising Checklist

Activity 1:
Students will focus on revising the rough draft of the research paper paying close attention to organization, voice, word choice, sentence fluency, paying close attention to ideas, Students will begin completing the revising checklist.

Activity 2:
As a class we went on a student's blog and added constructive criticism to their writing piece. This ca be done at home by following the following directions:
http://www.mabryonline.org/mglc/

Arrow down and click on preview; you can go back to edit what you wrote
in your comments, when you finish previewing your comment

Tonight’s Night Write for 15 minutes will be to complete the revising checklist. This will be collected for a grade.

Posted by Abrams at 04:10 PM

Monday, January 30

Materials:
Great Source pg. 405-406

Warm Up:
Appetizers – pg. 38

Activity 1:
Students will focus on revising the research paper from the introductory paragraph, through the 4 middle paragraphs, and the concluding paragraph.

Tonight’s Night Write for 15 minutes will be to revise entire 1st rough draft of the research paper.

Posted by Abrams at 04:09 PM

January 27, 2006

What a day we had today! Friday, January 27

Materials:
Great Source pg. 403-404

Warm Up:
What is a work-cited page?

Activity 1:
Students will alphabetize their source cards. Review Great Source pg. 403-404 for the guidelines for creating a work-cited page. The media center blog will have Mrs. Hendrix’s guidelines for each type of source. Please keep in mind that every mark of punctuation, capitalization, underlining, indenting, etc. is important for an accurate work-cited page.

Activity 2:
Students will focus on revising just the rough draft of their paper by reading it aloud to their writing buddy..

What a fabulous opportunity has graced our students! Thanks to Dr. Tyson, I have 16 students who post their work to the blog each day. This student work is available for grandma's. grandpas, aunts, uncles, parents, etc. Students may comment to each other. All comments are screened by me before they are posted to the world. Please have your student and you take advantage of this opportunity. Seeing and commenting on other students' work, allows your student and you to compare their work. How powerful this learning experience will be for all! Here are the directions:

Go to http://www.mabryonline.org/mglc/
On the right hand side of the page, click on Mabry’s Global Learning Collaborative
Arrow down the page until you see Mrs. Abrams’ Virtual Class and click
Arrow down and look on the right hand side for the list of categories
Click on Work in Progress
Chose an entry from a student
At the end of the entry, click on comments
Type your comments in the box
Please put initials, etc.in the box for your name
Arrow down and click on preview; you can go back to edit what you wrote in your comments, when you finish previewing your comment
Then click Post

Thank you for your support in this endeavor. What a fabulous learning opportunity this is for my students!

Tonight’s Night Write for 15 minutes will be to revise the research paper, being sure to insert transitions where appropriate.

Posted by Abrams at 03:59 PM

Class Notes for January 27

Today in class we started with a warm up. The warm up was, What is a work cited page? After we answered the question we then moved on to creating one. Make sure that you have all of your bibliography cards in alphabetical order. You will then make your work cited page. You may look on page 404 of your Write Source Book. After we created a work cited page we got with a partner and read over what we had already written. While with our parners you will revise your paper.

Tonight for homework make sure that you read for thirty minutes and create an entry on your reading log. Also if you did not finish editing and revising you need to do that at home.

Posted by at 02:16 PM

January 26, 2006

Class Notes for January 26

Today in class we started with a warm-up. The warm-up was, What is a thesis statement? After the warm-up we got out our notecards, bibliography cards, and our power outline. Mrs. Abrams will give you a grade on these. After we got these out, Mrs. Abrams had some students share what they had written. We then talked about the concluding paragraph. In this paragraph you will remind the reader about the overall point of the report, tell one last interesting fact about the topic, and answer the "so what" question. A good ending relates back to the beginning in the same way. Although the ending may repeat the idea stated in the thesis statement, it should also restate the main idea in a different way. That is what should be in the ending or concluding paragraph. After she finished explainging how it should look and sound we took the rest of the class time to begin writing it.

For homework tonight you need to finish your ending paragraph if you have not finished it already. You also need to read for thirty minutes and create an entry on your reading log.

My ending paragraph might sound something like this.

As you read you saw that there are many cause and effects of how eating disorders are started and what can happen from them. Some eating disorders can be deadly. So if you can try to stay away from stress and pressure so that you won't suffer from eating disorders like some people do. Also if you happen to see any of these symptoms or signs in family members or friends please tell someone so they can get help.

Posted by at 01:34 PM

Today in L.A./ Homework Assignments.

Warm-Up. Todays warm-up is "what is a thesis statement?"
The answer to the warm-up was, a thesis statement is a concluding sentence at the end the introductory paragraph in your paper that makes the reader want to do something about it.
Now, we are going to take out one of our best bibliography cards that we think that we did. Mrs.Abrams is going to take up our note cards that we did( all 50 of them ) and our "Power Outline". Mrs.Abrams will take up our "Anticipation Guide" another day.
Some people in class are now sharing their middle paragraphs. Mine is under my topic, " Beginning Paragraphs," I actually made a mistake there, it was supposed to be, " Middle Paragraphs."
Today, we will be writing our final paragraph and summarize what you have written so far and turn it into a conclusion. In your concluding paragraph, you will have to summarize each of your key words. This will make it a one sentence summary for the first topic, causes. You will do the same thing with the other key topics/words. In concluding paragraph, if you started your research paper, you will have to answer it in your concluding paragraph. The best way to end the last paragraph is to quote the author of any source and use it in the end of your paper. So basically, end with a "quote."
My last quote will be, "smoking is a health hazard." You were not supposed to have an opinion in you paper. In your last paragraph, you can put in an opinion, but only if it's a fact.

Now we are going to work for the rest of the class on our last paragraph.
Homework tonight will be to read for 30 minutes, fill out your reading log, and finish your anticipation guide if you have to, and finish your final paragraph.

Posted by at 10:41 AM

Class Notes for January 26

Warm-Up: What is a thesis statement?

Activity 1: Students were to get their packet out that included: Note cards, power outlines, anticipation guides, framework (working outline), and your resource page. Students then shared their introductory paragraph and middle paragraphs with Mrs. Abrams.

Activity 2: Students read their introductory paragraph to the class, and Mrs. Abrams helped the students to use their main idea sentences and their clincher sentence.

Activity 3: For the rest of the class students were to work on their final paragraph.

Materials:
A. Write Source book page 402 (for concluding paragraph)
B. Research packet

Homework:
A. Finish your first rough draft
B. As always, read for 30 minutes, and fill an entry in your reading log.

Graded Papers: Mrs. Abrams went around the class today, during writing time, and checked our packets to make sure that we had finished what we were supposed to.

Posted by at 09:52 AM

Concluding Paragraph

A.Summarizes the ideas presented in the body of the paper.
B.Uses key words in supporting detail sentences.
C.Uses a concluding sentence.
D.Makes sure that the same points in the introductory and concluding papagraphs aren't exact copies of one another.
E.Writes a sentence that summarizes the information presented in the body of the paper for each key word.
F.If the purpose stated in the introduction is a question, the conclusion contains the answer to that question.
G.May include an opinion based on the facts, but it must not contain any new information.
H.Try to end with a quotation that pulls the story togethor.
You can also look furhter along in this blog to find more information on the conluding paragraph.

Posted by at 09:38 AM

Warm-Up : What is a thesis statement?

A thesis statement is a sentence in the introductory paragraph that guides the reader and is a message to the reader. The thesis statement is located at the end of the paragraph.

Posted by at 09:25 AM

January 25, 2006

Class Notes for January 25

By not taking on a lot of tasks that may cause pressure and not doing a lot of things that may cause stress, most eating disorders can be avoided. There are two main eating disorders. They are Bulimia and Anorexia. Bulimia is a psychological eating disorder. Anorexia is an eating disorder where people starve themselves. Anorexia is when a lot of people refuse to eat. Bulimia is an emotional illness. It is also when individuals expieience frequent and uncontrollable periods of over eating. These eating disorders usually occur in girls between the ages of 12 and 18. Eating disorders are incresing in young children. There are many different signs to know if someone has an eating disorder. They usually deny feeling hungry or they might avoide eating. There are also some emotional, behavioral, and physical signs to tell if someone has an eating disorder. Some emotional signs may be depression or mood swings. Maybe severe self-critisism, a loss of control. Also they might withdrawal themselves from friends and activities. Behavioral signs may include: going to the bathroom after every meal or a disappearence of a lot of food. They also might exercise excessively. Physical signs might be like sweeling of the feet and legs. It could be stomach pain, weakness or fatigue. Dry or sallow skin may be one. Maybe broken blood vessels in the eyes. Or brittle hair and nails. One sign could be swelling of the cheeks and jaw area. Another sign might include: deterioration of tooth enamel, discoloration or staining of the teeth. Those are some signs of an eating disorder. As you go on you will read about some symptoms, causes, effects, and the treatments or solutions of teenage eating disorders.

Symptoms of Eating Disorders
There are many different symptoms of teenage eating disorders. Some might be muscle wasting, preoccupation with body weight and size. They might exercise excessivly. Some people's symptoms might be anxiety, or shortness of breath. Some may have strange eating habbits, such as refusing to eat in public. They might be obessed with dieting and losing weight, they might refuse to maintain normal body weight. They also might have swollen ankles. Those are some symptoms of eating disorders.
What Do You Think the Causes of Eating Disorders Are?
There are actually a lot of causes to eating disorders. They are anywhere from stress, to life transitions, to caultural values. Some causes might be from stress or pressure. It might even be an emotional illness. Some people might have a quest for perfection. Some might have difficulty expressing feelings or they might just have low-self esteem. Maybe they want the need for distraction. In some cases it might be a genetic predispostion. For some people it might be a family influence or childhood experiences. Or it could be pressure from society or emotional problems. There are also mant differnet types of cause. They include: physical and emotional, social, or biological. There are a lot of details under each of these catigories. I will first start with physical and emotional. Some of these causes are sexual abuse, physical abuse, or major life transitions. It may be caused by emotional upsets, or approval seeking. Low self-esteem, perfecionism, or obsession might also be a cause. With some people it may be caused by withdrawal, irritability, or all or nothing thinking. Some social might include: ballet, gymnastics, sports, and modeling. It also might be influenced by cultural values, families that are over protective. Now for some biological causes. They might be higher levels of neurotransmitter or genetic predispostion. As we move on there are many effects that eating disorders cause.
The Effects of Eating Disorders
There are a ton of effects that happen when you have an eating disorder. There are two main types of effects they include: physical and emotional. Some things that eating disorders effect are heartbeat, growth, bonemass, wight, and personality. There are also a ton more. They include changes in hormone levels, low blood pressure, and major weight loss. Others might be sore throat, dehydration, damage to teeth and gums, and your body processes might slow down. Some of the physical causes might be tooth and gum problems, electrolyte imbalance, or inflammation of the esophagus. Others might include kidney problem or failure, vitamin or mineral deficencies. Hair loss, dry, brittle bones, hair, and nails might be some of the effects. Some people might bruise easily, and some people might have hypertenstivity to heat and cold. Some emotional effects might include depression, shame, guilt, or irritability. Others might be perfectionism, low self-esteem, emotional regression. In some people it might be impaired family and social realtionships, isolation from family and friends, or diffiuculty concentrating. Those are just a few of the effects that eating disorders might have on people.
What Are the Treatments or Solutions to Eating Disorders?
There are actually many ways of recovering from eating disorders. There are many different therapies that people could go to or facilities, but there are also some things that arent that severe. There is psychotherapy, group therapy, family therapy, and nutritional therapy. In some cases it might be too severe for therapy and they will have to be placed in a facility. While in others it won't be that severe. They might just have to be put on medications, massage, a relaxation exercise, counceling, or behavioral techniques. Those are just some of the ways that people might recover from an eating disorder.

Posted by at 03:28 PM

Class Notes for Wednesday, January 25, 2006

Warm-Up:
Students where to answer the following questions:
A. How can you recognize persuasive devices?
B. How can you make inferences?
C. The students used a passage about a famous Texan to answer the questions.

Activity 1: Students were to pull out their introductory paragraph about their research project. Then, they were to share their paragraph with the people at their table. Mrs. Abrams stressed to us to make sure that we skip lines. Then, Mrs. Abrams picked a select few to share with the whole class.

Activity 2: Students were to pull out their "power outline". Using the "power outline", students got the rest of the class to start their 4 middle paragraphs (one for each key word). Just remember to do the following things:
A. Make sure your paragraph has a topic sentence that covers one main idea
B. Make sure you have at least three supporting details that support one main idea.
C. Have a concluding/clincher/closing sentence that summarizes the information in the paragraph and/or answers the question "so what".
It is important that you take the details for each key word and put them into sentences in your paragraph. Try not to put the same information in separate sentences. Try to complete the concluding/clincher/closing sentence for every paragraph.

Homework:
A. Finish all middle paragraphs
B. As always, read for 30 minutes in a challenging chapter book, and fill an entry in your reading log.

Posted by at 03:12 PM

LA3 Mid. Paragraphs

Teen obesity can be caused by many things like to much body fluid and even unhealthy eating habbits. Docters have done a research that explains why so many teens are becoming obese. Here is what happened, the horemone Leptin, is supposed to help burn fat in the cells, once you eat so much the efficience of the Leptin disappears and allows the fat to attach to your body and make's it expand. Obesity is also caused by emotional stress and reduction of rest. Did you know that if you have a midnight snack it is more fatning than a lunch or dinner? This is because when you eat during the day you walk or even play outside, if you eat at midnight you go stright to bed without any activity, which causes a gain of weight. Teenage obesity is caused by many different reasons.

Did you know that obesity is fat beneath the skin which is throughout your body? Obesity had increased dramatically in the late 1900s.Teen obesty has doubled in the last 20 years. Journalist have said that obesity is no longer an American disease itis a world wide disease. Many obese teens eat the same diets as skinny teens but they store more of the calories as fat. Some teens are big and stocky because they have big skeletal frames. Obesity tends to get worse overtime unless intensional steps are taken to change your activities and your diets.

Turning obese has a lot of side effects to it such as; heart attacks, asthma, diabetes, and ect... Health effect causes a condition called "Metabolic Syndrome", if you keep gaining weight as you get older. Obesity can also cause some disabilities, unhappiness, gallbladder disease, and also a short life expectancy. Teenagers have osteoarthritis, bad cholesteral, and tumors if they are not treated to good medication. Teens also tend to through things and have temper tantrums if they gain more weight or if they dont get their way. Many teens need to be treated fast otherwise many teens will end up in the hospital.

Some solutions that will help you lose weight is to have atleast three servings of dairy products a day. You should also eat less fast food resturants and do more exercises to lose some weight. Many teens have gotten gastric bypass done to help them lose all of their fat. Teens need at least 2-3 houres of brisk walking every week and some out door activity to keep them active. They also need to drink lots of water and less caffine. After they have lost the weight they need to have a plan to keep the weight off of them.

Posted by at 01:54 PM

Class Notes for January 25

Today in class we started with a warm- up. The warm up had to do with making an inference and recognizing persuasive devices. We then moved on to getting out our first paragraph. If you do not like your first paragraph you may re-write it at home. After we got them pu we started to work with partners to do peer editing. They will check over your paper and make corrections. Here is an example of what i wrote after we edited it:By not taking on a lot of tasks that may cause pressure and not doing a lot of things that may cause stress, most eating disorders can be avoided. There are two main eating disorders. They are Bulimia and Anorexia. Bulimia is a psychological eating disorder. Anorexia is an eating disorder where people starve themselves. Anorexia is when a lot of people refuse to eat. Bulimia is an emotional illness. It is also when individuals expieience frequent and uncontrollable periods of over eating. These eating disorders usually occur in girls between the ages of 12 and 18. Eating disorders are incresing in young children. Also as you read on you will read about the causes, effects, signs, symptoms, and the treatments/ solutions.
All i did was say the description of certain eating disorders and when they occur. I also told what else would be in the redst of the paper.
On your paper you need to have headings for each of the sections. For example I might do The Causes of Eating Disorders. As the heading for my causes.

We then moved on to beginning to write the middle paragraphs for your paper. You might have atleast four paragraphs or you might have more. It depends on how many keywords that you have. Make sure that when you write your paper that you have headings for each keyword, an introductory sentence for each, a closing sentence, and you need to have at least six sentences in each paragraph.

Posted by at 12:36 PM

Today in L.A.

Today in Language Arts, the class started off with the warm-up, as you may have already read, and if you did not, here are the answers:
1. A
2. C
After the warm-up, the class was told to retrieve their homework. The work was their Introductary paragraph and their Outlines. Now the students will share what they have written for their introductary paragraph with their table groups.

Since today is a short day (half day) we will have some home work. The home work for tonight is to read for 30 minutes, fill out your reading log, and write your 4 middle paragraphs. And remember, a paragraph has to be at least 5-7 sentences.
What you will do is to use all of your # 2's and put each of the 2s in a sentence. Don't forget to have a main idea, too.

Posted by at 10:24 AM

January 24, 2006

Warm-Up Example of: Why Do Students Research?

Students research for the following reasons. Research helps students to get a better understanding of not only what the research told the student, but also, who was in the research, when did the story take place, where did this story take place, why did this story take place, and how did this story take place. Research also helps students for their writing and reading skills they will need in the future. Last, the ability to truly comprehend what is going on in a story is a true hard ache, but if you research a lot, you will comprehend what you're much easier than ever before.

Posted by at 05:18 PM

Notes on the Introductory Paragraph for the Research Project

1. Grabs the reader’s attention.
1a. Contains: interesting facts, questions, or statements.
2. Tells the subject of your research paper.
3. Gives a hint about the topics that will be covered.
4. Uses key words in the supporting details sentences.
5. Has 3 or more supporting details.
6. Has a concluding sentence, which states the purpose of the research; which will inform the reader about the points to be covered.

Posted by at 05:11 PM

Class Notes for January 24

Warm Up: Why do students research? If you would like a students example, go to the "student scribes" section of this blog.

Materials:
A. Write Source Book pages 394-398
B. Power Outline
C. Note Cards
D. Book
E. Reading log

Activity 1: Students were to have their Write Source book out on page 394. Here the book talked about making a thesis statement. First, the student would take an interesting subject and add a special part to emphasize. Then, after doing that, the student would get a thesis statement.

Activity 2: Students were to have their Write Source book out on page 398. Here it talked about the introductory paragraph, which is what the students used while doing their introductory paragraph. If you would like notes on how to do the introductory paragraph, look in the "student scribe" section of this blog. If you would like an example of an introductory paragraph, look in the "student scribe" section of this blog.

Activity 3: Students were to read for 30 minutes in class, and they were to fill an entry in their reading log.

Homework:
A. Finish introductory paragraph if you didn't in class today
B. Read for 30 minutes and fill an entry in your reading log.

Posted by at 04:56 PM

Class Notes for January 24 in LA4

Today in class we started with a warm-up. The warm-up was, Why research? The answer to this warm-up is, you research to find information, to speak to other people intelligently, and to learn about the different reading rates such as scanning and scimming. Once we were done with warm-up we then moved on to reviewing the power outline. After we finished reviewing the outline, we moved on to making a thesis statement for our paper. In creating a thesis statement you need to have an interesting topic, the special part to emphasize, and then you need to come up with a thesis statement. Once you were done with creating one some of the kids then shared what they had written down.

My first attempt at the thesis statewment is:
Eating Disorders+ eating disorders are caused by stress and pressure from family and friends= By not taking on a lot of things that may cause pressure and not doing a lot of things that may cause stress, most eating disorders can be avoided.

If you do not understand how to write a thesis statement, you may refer to page 394 of your Write Source Book. Once you are done with your thesis statement, you moved on to thinking about what ou would write for the first sentence of your paper. The first sentence should either be an interesing fact, an interesting question, or an interesting quotation. If you are having trouble thinking of one of these you may refer to page 398 in your Write Source Book. Make sure that if you still don't understand it then ask one of your parents to explain it to you. Then if you still don't explain it you may ask Mrs. Abrams.

Once we finished thinking and writing down our first paragraph. Here is an example of how I wrote my firsh paragraph:
I started with the description of certain eating disorders, so this is how it may look: By not taking on a lot of tasks that may cause pressure and not doing a lot of things that may cause stress, most eating disorders can be avoided. There are two main eating disorders. They are Bulimia and Anorexia. Bulimia is a psychological eating disorder. Anorexia is an eating disorder where people starve themselves. Anorexia is when a lot of people refuse to eat. Bulimia is an emotional illness. It is also when individuals expieience frequent and uncontrollable periods of over eating. These eating disorders usually occur in girls between the ages of 12 and 18. Eating disorders are incresing in young children.
That is how your's should look. All I did was the description of eating disorders and when they occur.

We then moved on to reading our DEAR book(chapter book). We read silently for thirty minutes. Then we completed an entry in our reading log. Make sure that you have one written down!

Make sure that you have your fifty notecards done by tomorrow and you have at least 4 bibliography cards. On each notecard you need to have at the most two bullets on each one. You also need to make sure that you have your power outline either typed or written by tomorrow. You also need to make sure that you have your working outline done except for the last question. Also make sure that you have your anticipation giude done. Also make sure that you read for thirty minutes and complete an entry on your reading log.

Posted by at 01:44 PM

class notes for 1/24/06 in LA3

Today we started with our daily warm-up. This warm-up covers why we do research. Most of the responses were, To learn more information about the topic they chose. After we had finished the warm-up Mrs.Morton explained to us how to do a thesis statement. In the thesis statement you should include the following; an interesting subject , the special part to emphasize, then your thesis statement will be complete. Here is mine:"Even though many teens are at risk of becoming overweight, is there a way to prevent it?"

Next we had started our introductory paragraph which has to include the following information; the thesis statement,some of your key words, and some supporting details.Here is mine: Did you know that more than 9 million teens are considered obese and 15% of all teens are at risk of becoming obese. What can you do to lose the weight. You can exercise and eat less junk food. Teenagers mainly become obese between the ages of 6-19. Teen Obesity is mainly caused by unhealthy food choices and from your parents genes. An effect on teen obesity is you could get diabetes,cancer,asthma,ect... "Even though many teens are at risk of becoming overweight, is there a way to prevent it?"

The homework for tonight is:
1. To read for 30 minutes and fil out an entery in your reading logs.
2. To finish your beggining paragraph, finish your note cards, and anything else that is not complted.

Posted by at 12:56 PM

Today in L.A.

Today in Mrs.Abrams' class, we completed a warm-up. The warm-up was "Why Research?"
The answers were the following:
a.To be able to inform someone.
b. To be able to learn more.
c. And to be able to find more research.

Right after the warm-up, we are going to be writing a Thesis-Statement, and here is mine.

Thesis Statement:
"Even though teen smoking is hard to control, can we all overcome the addiction?"

The options on how to write the first sentence in the introductory paragraph are:
a. Find an interesting fact.
b. Find an interesting question.
c. And find an interesting quotation.

Now in class, we are supposed to share our thesis statement with our table groups for three minutes.
Now we are doing things to help us begin our first paragraph. We are to write our first two sentences of our paper. Here is mine....

Did you know that over 442,000 youths die from smoking cigarettes every year? What do you think we can do to stop it?

The first two sentences should do the following things to the reader:
a. Grab the reader.
1. To do this the writer may need to have 1 very interesting fact.
2. Or begin the sentence asking a question.

b. Tells the subject of the research.
c. Gives a hint about what topics may be covered.
d. Uses key words.
e. Have supporting details.
f. Has a concluding statement.
And now we are going to write four more sentences to have the first paragraph done. You should have at-least 6 sentences when you are done, and don't forget to use your thesis statement at the end. Here is mine:
Did you know that over 442,000 youths die from smoking cigarettes every year? What do you think we can do to stop it? Teen smoking is usually used by runnaways, rebelious children, and kids that want to just look cool. One reason that youths use cigarettes is because they want to look older. Which it does, it gives them wrinkles. Even though teen smoking is hard to control, can we overcome it?

After you write down your first rough first paragraph, your table group will share their paragraph with you.
Now, after writing, the class is going to have D.E.A.R. ( Drop Everything And Read) and read for 30 minutes.
Our home work will be to read for 30 minutes, fill out your reading log, and to write for 15 min.
This can be to either finish everything you need for class, your note cards, class work, or even writing about anything.

Posted by at 10:37 AM

January 23, 2006

Teen Smoking

1. Discription
2. European explorers took the idea of growing tobacco leaves from the natives.
2. The explorers also took the idea of smoking the leaves, too.
2. The explorers discovered it in the 1500's.
2. Colonists started to grow the tobacco products and then sell them as a good.
2. Smoking became an European culture in the 1600's.
2. Tobacco was used in many varieties, such as the pipe.
2. Tobacco was also used in cigars, too.
2. As crazy as it seems, tobacco was also used as snuff.
2. Since that time period, scientists started to notice an extreme increase of lung cancer cases in the 1930's
2. In 1962, 10 scientists got together to study health effects of smoking.
2. The conclusion was, "smoking is a health hazard."
2. In the 20th century, smokers consumed more than 1000 cigarettes "per capita."
2. The attitude of society was that "it had no effects and relieved you from stress."
2. During WWII, cigarettes were given to soldiers to rilieve stress.

1. Cause.
2. Teens used many techniques to obtain cigarettes.
2. They would use a fake I.D.
2. Another was enlisting an older person to buy them for him/her.
2. Lying about their age.
2. The store owners might know them and give them cigaretts.
2. Some resons that the teens get them are pointless.
2. one is that they want to look older.
2. They think they look cool.
2. and they want to rebel.
1. Effects.
2. Bad breath.
2. Yellow teeth.
2. And wrinkles.
2. Teens that smoke and drink are 30x more likely to use marajuanna than people who don't.
2. Smoking among childern was associated with sexual behavior.
2. Bindge drinking.
2. Physical Violence.
2. And cancer of all types.
2. The effeects of quiting can be hard for some people.
2. Without the usual amount of nicotine, the brain triggers three events.
2. As the lower blood levels of nicotine cause reduced dopamine to the brain, the smoker become many things.
2. One is becoming anxious.
2. Becoming iratible.
2. Becoming frusterated.
2. And becoming depressed.
2. After one month of quiting, your adrenaliine decreases.
2. Your heart rate decreases.
2. Agression increases.
2. Anxiety increases.
2. Hunger increases.
2. Weight increases.
2. "Tremor increases."
2. Vigalance decreases.
2. Depression increases.
2. "Tastes for sweets" increases.
2. The effects of the chemicals gradually undergo.
2. Some symptoms make you less mobile and physically active.
2. 1/6 of all deaths are caused by tobacco.
2. 1/2 of all smokers will eventually die from smoking.
2. 28 min. of life is lost by smoking 1 pack.
2. Smoking a-pack-a-day will leave out 25 yyears of your life.
2. About 442,000 people die from cigarettes in the U.S.
2. 90% of lung cancer deaths are caused by smoking.
2. There are also more cancers from smoking.
2. Here are a list of more cancers:
a. Larynx.
b. Oral Cavaty.
c. Esophogas.
d. Bladder.
e. Kidney.
f.Pancreas.
2. 1/3 of all smokers that get Coranory Heart Diesease die.
2. Also, they get Chronic Airway Obstruction.
2. It has happened to many smokers and unfortuanatley, young youths.
2. Smoking also increases the risk of having a stroke by 50%.
2. 40% for men.
2. 60% for women.
2. Smoking also effects women that are giving birth.
2. When the mther of an unborn child smokes, she gives birth to a premature baby.
2. Or underweight babies.
2. These effects are probably caused by the decrease blood flow to the pacenta.
2. The babies can also die instantly.
2. The cigars are just like the cigarette.
2. they also contain the same toxins.
2. And also compounds found in the smoke.
2. Also pipes.
2. The reason the cigarette is "addicting" is because the smoke destroys a brain cell enzyme.
2. It is called MAO B.
2. The enzyme is used to reduce huge amounts of dopamine.
2. Dopamine is a neuro transmiter thatclicks a pleasure seeking behavior.
2. Smokers have smaller levels of MAO B.
2. Smokers have abnormally increased levels of dopamine.
2. Even non- smokers are at risk.
2. They are by a type of inhaling smoke.
2. It is called second-hand smoke.
1. solution.
2. Smokers who quit before they are 50 have a decreased chance of life threatening dieseases.
2. All in one year.
2. Smokin cessation and methods are very useful and there are many ways.
2. One thing that will help you quit is the nicotine patch.
2. Another is nicotine gum.
2. Another is a nicotine inhaler.
2. 10-20% who use nicotine gum will quit and continue to use it for nine months.
2. 98-99% will eventually quit using it.
2. A nicotine patch will enter the bloodstream in 2 hours.
2. 44% of people who smoke will quit with nicotine patches.
2. Increase daily use to 4 mg. though.
2. useful resources are the following:
a.Books.
b.Produts.
c.Group helping techniques.
d.Also challeng and reward system.
e. Nicotine patches.
f. Nicotine Gum.
g. Tablets.
h. Nicotine inhaler.
i. And nicotine nasal spray.

Posted by at 10:53 PM

Class Notes for January 23

Warm Up:
A.Why do students research?
B.What is the difference between paraphrasing and plagiarism?

Activity 1: First, the students were to put their 4 bibliography cards in alphabetical order by the first letter in the card. Then, students were to put their note cards in order by how they wanted them to turn out in their research paper.

Activity 2: Students were then to take the note cards and make a “power outline” on all of their notes. They were to take the information from each note card and put it, in order, on a piece of paper. If you would like an example of this activity please refer to “Power Outline on the Research Topic” in the “Student Scribes” section of this blog.

A glance ahead: The “anticipation guide” and the “writing outline” are due by Wednesday

Homework:
A.Finish the “power outline”
B.Read for 30 minutes and fill an entry in your reading log

Posted by at 05:36 PM

Power Outline on the Research Project

“Power Outline”

School Uniforms

1. Cause
2. Not behaved
2. Low academics/discipline
2. Inappropriate learning environment
2. Gang related clothes
2. Academics/discipline
2. School creation of reasonable rules
2. School district of controlling discipline sets: dress code
2. Uniforms outweigh free speech
2. So few boundaries
2. Gives limits
2. Easy spotting people who don’t belong
2. Bill Clinton wanted answers on low test scores
2. Improve safety and discipline
2. Safer school

1. Uniforms
2. black bottoms, white tops, and red jackets
2. Black and blue pants
2. Skirts
2. Shorts
2. White shirts
2. Knit shirts
2. Jumpers, white shirts
2. Kakis, jeans

1. Study
2. Required vs. un required
2. Two high school’s within St. Tammany Parish school district
2. 9th-12th grade
2. National Education Longitudinal study of 1988
2. 8th- 12th graders
2. National sample

1. Effects
2. Better behaved
2. High academic achiever
2. Better behaved
2. Great academic potential
2. Gang related clothes are gone
2. Polarized “brand clothing”
2. Performance, security, discipline, and morale
2. Increased community
2. Student self-esteem
2. Violates First Amendment
2. Indirectly effect school environment
2. Poor predictor of Standardized Tests
2. Substance abuse, behavioral problems, and attendance
2. Student academic achievement
2. Standardize Achievement scores
2. No more: hats, head wraps, cleats, metal-heel plates
2. No more: baggy pants, earrings, gang related paraphernalia
2. Teaches hygiene, and maintaining discipline
2. Assuring safety and reducing violence
2. Gang insignia, pornography, racial slurs
2. No gang related clothing
2. No more tempered teachers
2. No more student arguments
2. Fights dropped 40%
2. Documented success
2. Students say: We feel like were in jail!
2. Students say: Totally bogus!
2. Assault and battery dropped 34 %
2. Fights dropped 51%
2. Suspensions dropped 32%
2. No more discipline problems
2. Districts: Oakland, California, Dade, Florida, Seattle, South Carolina
2. Low income families can’t always afford
2. The district can excuse a child from uniforms
2. No: gang colors
2. Discipline
2. Distractions reduced
2. Community
2. Recognize people who don’t belong
2. Violate freedom of speech
2. Too expensive
2. Interfere with religious clothing
2. Students: focus on education
2. Discipline
2. Drugs, assault, battery, and fights
2. Violence, discipline, and environment

1. Results
2. Behavioral problems decreased dramatically
2. Assault and battery charges went down 34%
2. Suspensions went down 32%
2. Improvements in attitudes or preparation
2. Attendance rates, drugs, behavioral problems, academic achievement
2. School environments
2. Violence decreased
2. Have: casual uniforms
2. Outlet own expression
2. Accommodate religious beliefs

Posted by at 05:20 PM

Class Notes for January 23

Today in class we started with a warm-up. Our warm-up was, What is the difference between paraphrasing and plagarism? We answered the question, then moved on to getting out our notecards. While getting out our notecards, Mrs. Abrams then explained to us that we needed to put our bibliography cards in alphabetical order by last name. After putting them into alphabetical order, we moved on to putting our notecards into groups by keywords. You should have at least four keywords. When you finished with that, you then moved on to putting all of your notecards in logical order. Putting them into logical order should help you write your paper because it puts them in order of how it should explain it. Once you had them put in logical order, you needed to start on your outline. The title of your outline should be the topic that you are researching. The type of outline that we are doing is called a power outline. You start with the number one and that is one of your keywords. Then you indent a little bit and you put a number two and that is all of the details of that one topic. You do that with all of your keywords.

Posted by at 02:13 PM

January 22, 2006

Friday, January 27

Materials:
Great Source pg. 403-404

Warm Up:
What is a work-cited page?

Activity 2:
Students will focus on revising just the rough draft of their paper by reading it aloud to their writing buddy..

Tonight’s Night Write for 15 minutes will be to revise the research paper, being sure to insert transitions where appropriate.

Posted by Abrams at 09:17 AM

Thursday, January 26

Materials:
Great Source page 402
Introductory Paragraph Overhead (page 12 in the research unit file)
Write Source pages 394 and 398
Refer to page 4 of this file for the overhead on reading rates
Refer to page 11 of this unit for the overhead on paraphrasing vs, plagiarism
Refer to page 12 of this unit for the overhead on introductory paragraph
Refer to page 13 of this unit for the overhead on concluding paragraph

Warm Up:
What is a thesis statement?

Activity 1:
Students will write the rough draft of their closing paragraph, keeping the following in mind:
1. Remind the reader about the overall point or thesis of the report
2. Tell one last interesting fact about the topic
3. Answer the “So what?” question
4. A good ending relates back to the
5. A good ending relates back to the beginning in some way
Although the ending may repeat the idea stated in the thesis statement, is should restate the main idea in a different way

Tonight’s Night Write for 15 minutes will be to complete the four body paragraphs of your rough draft, the introductory paragraph and the concluding (or closing) paragraph. The entire first rough draft is due on Friday, January 27.

Posted by Abrams at 09:15 AM

Wednesday, January 25

Materials:
Great Source page 399-401
Introductory Paragraph Overhead (page 12 in the research unit file)
Write Source pages 394 and 398
Refer to page 4 of this file for the overhead on reading rates
Refer to page 12 of this unit for the overhead on introductory paragraph

Warm Up:
Appetizers pg. 36

Activity 1:
Great Source page 399-401. Students will write the first rough draft of their 4 middle paragraphs. Be sure to write 1 paragraph for each key word you researched. Keep the following information in mind when writing your headings:

1. Reveal the organization of a piece of research writing
2. Make it easier for readers to preview an article
3. help readers find information they may be looking for

Use your outline to make sure each of the middle paragraphs has the following:
1. Topic sentence that covers one main idea
2. At least three supporting sentences that support the main idea
3. Concluding/clincher/closing sentence that summarizes the information in the paragraph and/or answers the question “So what?”

Students will read these aloud to their table group and make any necessary changes.

Activity 2:
Students are to go through their first rough draft making any additions or changes that are necessary. Students are encouraged to use the thesaurus for this endeavor.

When writing the paragraph \the students must be sure to:
 Begin with a main idea sentence that states the key word.
 Write supporting detail sentences using the information on the note cards
 Write a concluding sentence that draws a conclusion about the information presented
 Check the paragraph for spelling errors
 Check the paragraph for grammar errors
 Check the paragraph for fragments and/or run-on sentences

Bibliography and note cards from four sources used for the research paper will be collected for a grade on Wednesday, January 25.

Tonight’s Night Write
Students will complete the rough draft for four body paragraphs of their rough draft. Students will use the 2nd – 4th section of the outline (in pencil on every other line) for the first rough draft of the rest of the body for the research paper. When writing the paragraph the students must be sure to:
 Begin with a main idea sentence that states the key word.
 Write supporting detail sentences using the information on the note cards
 Write a concluding sentence that draws a conclusion about the information presented
 Check the paragraph for spelling errors
 Check the paragraph for grammar errors
 Check the paragraph for fragments and/or run-on sentences

Posted by Abrams at 09:13 AM

Tuesday, January 24

Materials:
Introductory Paragraph Overhead (page 12 in the research unit file)
Write Source pages 394 and 398
Refer to page 4 of this file for the overhead on reading rates
Refer to page 12 of this unit for the overhead on introductory paragraph
Refer to page 11 of this unit for the overhead on paraphrasing vs. plagiarism

Warm Up:
Why research?
Some of the responses may be:
o To see how academics relate to life
o To find answers; finding answers is not difficult once one has mastered some basic research techniques
o To learn more information about a topic
o To make an educated decision about a major purpose
o To write a paper or essay for class
o To prepare a talk or presentation
o To take part in a debate
o To take part in a class discussion
o To satisfy your curiosity

Activity 1:
Read your chapter book for 30 minutes and answer the following on notebook paper and answer the following questions about the main idea of the information you just read.
What are the main events that have happened in the text?
Can I guess what is going to happen next?
What clues from the text can I use?
What would I have done differently if I had been one of the characters?

Activity 2:
Using the formula and examples in Write Source pages 394, students will generate their thesis statement and share with the students at their table.

Activity 3:
Using Introductory Paragraph Overhead (page 12 in the research unit file) and you might consider using one of the suggested openings in Write Source pages 398.
Students will write the first rough draft of the introductory paragraph. Have students practice each of the suggested openers. Make a 3-column chart. At the top of the columns write

Interesting Fact Interesting Question Interesting Quotation

Students will read these aloud to their table group and make any necessary changes.

Bibliography and note cards from four sources used for the research paper will be collected for a grade on Wednesday, January 25.

Tonight’s Night Write for 15 minutes will be to complete the introductory paragraph as discussed and modeled in class.
Bibliography and note cards from four sources used for the research paper will be collected for a grade on Wednesday, January 25.
Anticipation Guide is due on Wed., January 25.
Framework (Working Outline is due on Wed., January 25.

Posted by Abrams at 09:10 AM

Monday, January 23

Monday January 23
Materials:
Student note cards
Write Source page 395

Warm Up:
What is the difference between paraphrasing and plagiarism?

Activity 1:
Each student is to make 4 stacks from their note cards (with each key word as the category) and then place the note cards in a logical order. (still separated by category)
Using the information on the note cards, have each student write an outline using the information Write Source page 395.

Tonight’s Night Write for 15 minutes will be to complete the outline for your research paper.

Bibliography and note cards from four sources used for the research paper will be collected for a grade on Wednesday, January 25.
Anticipation Guide is due on Wed., January 25.
Framework (Working Outline is due on Wed., January 25.

Posted by Abrams at 09:00 AM

January 20, 2006

Class Notes for January 20

Materials:
A. note cards
B. bibliography cards
C. computer (as a source)
D. work cited bibliography form
E. “anticipation guide”
F. “source sheet”

Activity 1: Students went to the media center today. Here they worked on researching their specific subject. They used the computers for most of the work.

Activity 2: If finished with the 50 note cards, students then went to their “anticipation guide” and their “source sheet”. They must complete them by Tuesday.

Homework:
A. The students must finish the note cards, at least 50 of them, by Monday.
B. Also, their “anticipation guide” and their “framework outline” is due Tuesday.
C. As always, read for 30 minutes and fill an entry in your reading log.

Have a great weekend, and happy reading!

Posted by at 04:50 PM

January 19, 2006

Class Notes for January

Today in class we went to the media center. We looked up information about our research topic. While we were at the media center we used our resources such as a book, an encyclopeida, the website, and a magazine article. You can use the internet to find a magazine article if you go to elibrary.

You will need to have these three worksheets done by the end of class tomorrow. They include the four resources, Framework which is a working outline, and the anticipation guide for research writing. On the working outline you will need to have that completly filled out except for the last question that has to do with the conclusion. For the anticipation guide you will need to have the verification collumn filled out and if the statement is false you need to change it to make it a true statement.

Make sure that you have 50 notecards plus the 4 bibliography cards. We will be going to the media center for the last time this week tomorrow.

Posted by at 08:13 PM

Class Notes for January 19

Materials:
A. “anticipation guide”
B. “working outline”
C. 4 “source” sheet
D. note cards/ bibliography cards
E. bibliography forms (given by Mrs. Hendrix)
F. computer (as a source)

Activity 1: Students went to the media center today. They were to work on finishing 30 note cards by the end of class. Also, they worked on the 4 bibliography cards.

Activity 2: After finishing the 30 note cards, students were to look, using the reference materials given from the media center, at their anticipation guide. They needed to make sure that the anticipation guide was filled out correctly. If the students needed help they could ask Mrs. Hendrix.

A glance ahead: Students now have the chance to write their stories or their night write on their very own blog. There was a meeting this afternoon, and there could possibly be a once in a lifetime experience to write with the author’s of books they have read.

Homework:
A. Students must have their anticipation guide completed by tomorrow.
B. Students must have their working outline completed by tomorrow.
C. Students must have 50 note cards and 4 bibliography cards completed by tomorrow.
D. As always, students must read for 30 minutes and fill an entry in their reading log.

*Make sure that you have at least 10 note cards completed for each key word while doing your research*

Posted by at 04:51 PM

January 18, 2006

Class Notes for January 18

Today in class we went to the media center. We were there for the whole class period. While we were there, we started looking up some facts or information about our research topic. You will need to have a bibliography card for a magazine article, an encyclopedia, a website, and a book. You must have one for each of those sources. You will also need to have 50 notecards plus the 4 bibliography cards by the end of class on Friday. We will be starting our rough draft of our research paper on Monday. You can also do some research at home. If you do not have internet access then you will need to come in early. So make sure that you have 50 notecards and 4 bibliogreaphy cards by friday after noon.

The homework for tonight is to read for 30 minutes and fill out and entry on your reading log.

Posted by at 07:29 PM

Class notes for 1/18/06

On Wednesday we went to the Media Center to find more information on our research topic. When we were in the Media Center one of our teachers, Mrs.Morton, had given the class directions on how to write our bibliography cards. Mrs.Morton had also explained to us that by the end of the day on Friday we have to have four bibliography cards and at least fifty note cards on our topic. Each note card should only have two notes with eight words per note.

The homework for Wednesday, January 18 is:
1. To read for 30 minutes and fill out an entry in your reading logs.
2. To work on our note cards.

Posted by at 06:52 PM

Class Notes for January 18

Materials:
A.Note cards
B.“Source” sheet
C.Work cited bibliography form (given from Mrs. Hendrix)
D.Practice passage from a magazine (given from Mrs. Hendrix)

Graded Papers:
A.“Source” sheet

Activity 1: Students went to media center today. Then, Mrs. Hendrix taught the students how to fill out bibliography cards correctly using the “work cited bibliography form” that can be found on Mrs. Hendrix’s blog. Students also used the practice passage from the magazine to practice the bibliography forms.

Activity 2: Students then were to make 4 bibliography cards (one four each source on the “source” sheet). From the bibliography cards, students were to fill out note cards. *Remember, only 8 words per note card*.

A glance ahead:
A. Students are to complete 4 bibliography cards and 50 note cards by Friday.
B. Students must have the “anticipation guide” finished.

Homework tonight:
A.Start note cards on your research subject, work for 15 minutes or more
B.As always, read for 30 minutes in the book of your choice, fill out a reading summary on your reading.

Posted by at 05:02 PM

January 17, 2006

Class notes for 1/17/06

On Tuesday we started our class by completing a warm-up exercise. This warm-up reviewed the skills of predicting, making inferences, and testimonials. Next we read for 30 minutes and completed an "Author and You" assignment. If you had forgotten the questions, you were able to go on Mrs.Abrams blog under January 17. You will also need to complete the "Four Sources" that Mrs.Abrams handed out to you on Friday, January 13, if you had not completed it over the weekend.

The homework for Tuesday is:
1. To finish the five questions on our book
2. Read for 30 minutes and fill out an entry on your reading log.

Posted by at 06:47 PM

Class Notes for January 17

Warm-up:
1. Students were to answer questions on the following topics: predicting outcomes, making inferences, and recognizing persuasive devices.

Activity 1: Students were to read for 30 minutes in the chapter book that should follow them everywhere they go.

Activity 2: After reading, students were to answer questions about the book and how it was written. The five questions are:
1. How do you feel about the way the story is told?
2. Is there anything about the way the author wrote that gave you enjoyment or cause you irritation?
3. What do you feel is the most significant passage from your reading?
4. Why is this passage important to you?
5. What makes this passage significant to the story?

Activity 3: Fill out your reading log on today’s reading.

A glance ahead:
1. Students will be going to Media Center on Wednesday, Thursday, and Friday.
2. By Friday students will need 50 note cards and 4 bibliography cards done.
3. By Friday students need to have their “anticipation guide” and “sources for research” done.

Tonight’s homework:
1. If you didn’t finish the 5 questions on the way your book was written, do so.
2. As always, read for 30 minutes and complete an entry in your reading log.

Posted by at 05:08 PM

Class Notes For January 17

Today in class we started with the warm up. The warm up had to do with predicting,making testimonials, and making inferences. After we finished with the warm up we moved on to reading our chapter book. We read for 30 minutes and then after we finished reading, we answered questions that had to do with the author and you. If you did not finish these questions, you must finish them for homework. These questions will be taken up tomorrow in class for a grade.

Also you need to remember to finish the worksheet that had to do with the four sources that you will be using to help with your research. This worksheet was given to us yesterday.If you are unable to finish it you will have time tomorrow to finish it while in the media center. We will be going to the media center for the rest of the week to find out information on your chosen topic. You will need to have 50 notecards by the end of class Friday plus 4 bibliography cards.

Posted by at 04:50 PM

January 15, 2006

Class Notes for January 13

On Friday in class, we received a handout to be used for our research paper. We then went to the media center. Using books, websites, encyclopedias, and magazines we researched our topic. Then we filled out the worksheet.

Posted by at 07:08 PM

Friday, January 20, 2006

Students will be going to the media center. Mrs. Hendrix will guide the students in the completion of their resource handout, the framework outline handout, gathering information, writing notes on note cards.

Homework:
Reading
Read for 30 minutes and complete an entry on your reading log.
Night Write
Students will need to complete the information on the resources they will be using for documentation in their research paper and the framework outline. 50 completed note cards (with at least 10 note cards under each key word) and 4 bibliography cards are due at the end of class on today, January 20.

Posted by Abrams at 06:43 PM

Thursday, January 19

Posted by Abrams at 06:42 PM

Wednesday, January18

Wednesday, January 18
Students will be going to the media center. Mrs. Hendrix will guide the students in the completion of their resource handout, the framework outline handout, gathering information, writing notes on note cards.

Posted by Abrams at 06:41 PM

Tuesday, January 17

Warm Up:
Appetizers – pg.35

Activity 1:
Read your chapter book for 30 minutes and answer the following on notebook paper:
How do you feel about the way the story is told?
Is there anything about the way the author wrote that gave you enjoyment or cause you irritation?
What do you feel is the most significant passage from you reading? Page? Paragraph? Sentence?
Why is this passage important to you?
What makes this passage significant to the story?
This assignment will be collected for a grade.

Posted by Abrams at 06:38 PM

January 13, 2006

Class Notes for January 13

Handouts:
A. Worksheet on different types of sources that students will use during their research.
B. Student survey

Returned Paper:
A. Warm-Up from yesterday on “First Television.”

Activity 1: Students took a short survey on “Life at School.” The survey only took us about 25 minutes.

Activity 2: Students then went to the library and found out the four ways to use sources for research. They are: magazine, book, encyclopedia, and a website. The websites could be from Cobb Virtual Library or any major search engine like Google, Dog pile, or Mamma.

Homework:
A. Complete the worksheet on sources used during research.
B. Read for 30 minutes in a chapter book of your choice and complete an entry on your reading log.

Posted by at 05:11 PM

January 09, 2006

Wednesday, January 11

Warm Up:
What is the topic you chose for your research paper? Why?

Overheads:
Research Made Simple

Handouts:
Research Topics

Anticipation Guide
Writing Fair Application
Research Made Simple

Materials:
Write Source pg. 381-386

Activity 1:
Share topic selections.

Discuss the definition of research and why we research? Working with a partner, students will complete the Anticipation Guide for Research.

Collect Selection of Topic handout for a grade.

Activity 2:

Walk through Write Source pg. 381-386 and discuss the model of the research paper.
Students will use the information from Research Made Simple

to begin the Framework (Working Outline). Research Made Simple

will be collected for a grade.

Students will need 60 3" x 5" index cards by Friday, January 13.

Homework:
Reading
Read for 30 minutes and complete an entry on your reading log.
Night Write
Complete Framework (Working Outline)

Posted by Abrams at 06:24 PM

January 08, 2006

Research Tutorials

http://www.nacs.k12.in.us/resources/research/CHSResearchPaperHelp.html

Evaluating a Website
http://school.discovery.com/schrockguide/evalmidd.html

Tips on Searching
http://www.lkwdpl.org/study/research/research.htm

How do I take notes from sources?
http://www.scs.k12.tn.us/SCS/subject-areas/Research_paper/notes.htm#looks

How do I take research notes?
http://www.ehow.com/how_2853_research-notes.html

Posted by Abrams at 05:51 PM

Friday, January 13, 2006

Framework For Research
http://www.nacs.k12.in.us/resources/research/CHSResearchPaperHelp.html

Evaluating a Website
http://school.discovery.com/schrockguide/evalmidd.html

Tips on Searching
http://www.lkwdpl.org/study/research/research.htm

How do I take notes from sources?
http://www.scs.k12.tn.us/SCS/subject-areas/Research_paper/notes.htm#looks

How do I take research notes?
http://www.ehow.com/how_2853_research-notes.html
Students will be going to the media center. Mrs. Hendrix will guide the students in the completion of their resource handout and the framework outline handout.

Posted by Abrams at 05:47 PM